1669:) an article must be nominated and be supported by consensus following a formal evaluation by independent editor(s). The time frame involved is unpredictable and typically incompatible with the editing schedule of student assignments. Lower grades can be assigned or re-assessed by any editor but may not be accurate or reliable, especially when done by an inexperienced editor. These grades may be considered as a coarse filter of article quality, useful mainly within the editorial community. Consequently, they are ill-suited to an instructor's assessment of students' contributions, and article grades should not be employed as assignment goals. There is no benefit for students who are inexperienced editors in trying to assign grades on article talk pages, and any self-assessment task should not involve formally assigning Knowledge article grades.
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809:, etc. However, "reviews" in which students only praise each other, or comments that debate the topic and are not based on reliable sources, are inappropriate. Please consider carefully whether you are asking for edits or discussion that could be a problem in any of those ways; if so, those edits or discussions might be better suited to user space, student draft pages, or submitted off-site. If the assignment involves editing Knowledge, compliance with Knowledge's policies and guidelines is expected (though occasional lapses by newcomers are recognized as part of the learning experience), and non-compliant edits are likely to be
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however, unintentionally have a permanent impact on a student's reputation. If the student is perceived (correctly or incorrectly) by other editors as having plagiarized material or having engaged in other misconduct, there may be comments to that effect left on discussion pages that will be permanently accessible by
Internet search engines. Instructors should think carefully about the irreversible effects such situations may have on their students' futures, and give consideration to allowing the use of screen pseudonyms. Further information can be found at
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with your class assignment. Because there may be many eyes on the articles where students work, and because you cannot control what
Knowledge editors will do, or when they will show up to make edits of their own, careful attention to Knowledge's policies and guidelines from the start of the course will improve your students' experiences – and may save you from aggravating and time-consuming incidents just at the time when you are submitting your grades.
1102:, a group of editors who monitor all new articles for acceptability as Knowledge content. These editors may significantly alter your work soon after you publish it, and they will generally have good reasons for doing so. They may also nominate your work to be deleted entirely, if it does not conform to the guidance you are reading here. As with moving new content into an existing article, it is a good idea to start a new article in
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668:. Also please raise your concerns with WikiEd or at the noticeboard if you think your assignment is asking you to violate any Knowledge norms, as article space content which is not policy-compliant will likely be quickly removed. Editors and WikiEd people can help by consulting with your instructor to optimize the assignment design. To receive help, you also can always ask a question at the
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mistakes your students make, and do not assume that the fact that a student edit was not reverted means that other editors have accepted the edit. If something in your class assignment turns out not to work as well as you had hoped, please correct it before you repeat the assignment in a subsequent semester; repeatedly editing in unhelpful ways may be considered to be disruptive.
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be copyright infringement. If you are editing under your real name, the plagiarism can follow you for life. Students should realize that a potentially large number of persons may be silently observing all edits on a
Knowledge page, and consequently there is actually a very high probability that someone will notice plagiarism.
632:-based arguments on the talk pages. Sometimes other editors may add a template pointing to a problem, rather than making any change to the article content. These should not be removed without addressing the issue identified, but if you are unclear on what is needed or you disagree, starting a talk page discussion and
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text. Also post at the article talk page well ahead of time, allowing established editors to look at your sandbox draft and give you feedback. Otherwise, you may find that your work will be deleted. You can request the deletion of your sandbox at any time. If you are starting a new article (which can appear as a
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Have students post specific suggestions for improvement directly on the talk pages of their peers' articles, and not offline. Incorporate responding to feedback into the grading rubric. Reward students who give good advice on
Knowledge. Reward students who seek out advice from experienced editors and
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Encourage your students to engage with basic
Knowledge processes and standards. Make sure they understand the advice above for students, perhaps by making this information page assigned reading for a quiz. Make sure your students understand the differences between the style and content appropriate to
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material, because encyclopedias prize brevity. You should monitor the edits your students make, and especially take notice if other
Knowledge editors give feedback to your students, in which case you should make sure that your students respond. Do not assume that Knowledge editors will always fix the
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For each class project on
Knowledge, instructors should give thought as to whether or not students should edit under their real names. Some instructors have required their students to use their real names, so as to encourage taking responsibility for text and to mimic academic journals. Doing so can,
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that can be applied to an article which identify specific areas needing attention. They may be added either as a form of communication with an individual editor, or to attract the attention of other editors or readers of the article. They should not be removed without the issues that were identified
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in high-impact peer-reviewed journals, university-level textbooks, professional guidelines, etc. "Primary" sources, such as reports of randomised controlled trials, case reports and comparative studies (even if they are published in a peer-reviewed journal) are rarely adequate support for assertions
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Some established editors are reluctant to "blow the whistle" on student plagiarism because of the consequences that can result for the student, and believe that it is the professor's job to review articles for plagiarism and copyright infringement. However, it is just as probable that another editor
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Students and other new editors sometimes mistakenly believe that as long as added text is cited to its source, copying that text (or closely paraphrasing it) is acceptable. It is not. Plagiarizing could earn you an "F" in the course or being thrown out of the university; copying too closely can also
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because they are very short and in need of expansion. Such pages are particularly good choices for class projects, because the addition of more material will be welcome. In contrast, adding material to an article that is already extensive in its coverage may lead to problems if the added material is
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Please do not let student projects diminish your enjoyment of editing. Do not feel bad about reverting edits that justifiably should be reverted. Student grades are not your responsibility, nor is any other aspect of teaching the class, unless you personally choose to involve yourself. If you do not
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In particular, please require students to obtain your approval before moving content from sandboxes into the main article space. Students should not abruptly move large amounts of text into articles without first having the material reviewed either by you or by experienced editors, because otherwise
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As you are getting to know your way around
Knowledge, and deciding which topic you want to write on, you will notice that wikilinking allows readers to easily access text in other articles by clicking on the link. Consider when adding text whether you are adding the content to the right article; if
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If you see problem edits, explain your concerns on article or user talk pages. Make edits you consider appropriate, as you would in the case of other new editors. You are entitled to revert content or move it to the talk page, or to nominate a page for deletion if appropriate, especially when there
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for practice. You can also start new drafts there. Please be aware that it is a very bad idea to copy a large amount of text into a
Knowledge article all at once, especially at the end of the semester. Before placing such large edits into articles, please have your instructor review and approve the
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that other editors must follow. These policies and guidelines were put in place by the editing community over the past 23 years, and they cover both content and editor behavior. Other members of the community will generally be forgiving as you start to learn how
Knowledge works, but you do not have
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The volunteer community here can be very welcoming to new student editors, but they are also limited in their ability to deal with new issues that suddenly develop, as can happen when many students show up at the same time. Often, volunteers have a niche area they contribute to, which may coincide
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Despite the difficulties, successful assignments and classrooms do exist. When knowledgeable instructors, competent students, and editors collaborate based on those norms, an assignment has a good chance of succeeding. This information page is intended to point the way to achieving good outcomes.
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nominations are strongly discouraged for a number of reasons, but allowing a small portion of the most dedicated students to attempt these outcomes, after careful review by the instructor, may be rewarding. Please keep in mind that with a Good article nomination, the nominator needs to be around,
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Your assignment and grading rubric should reinforce (and certainly not contradict) Knowledge's norms, and your class should seek to improve the encyclopedia. Assignments sometimes include student comments about existing Knowledge content, rather than changes to the articles themselves, or include
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You will find that editing Knowledge will feel quite different than any other assignment you have done for school. When you do schoolwork, you produce work privately or with a team, and submit it to your instructor with your name on it, by a given deadline. Editing Knowledge is nothing like that.
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to the page. If students are not satisfactorily responsive to concerns, consider drawing the matter to the attention of the instructor. Be professional and polite, remembering that instructors are professionals. If you do not get a timely or satisfactory response, please report the matter to the
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set up by the instructor. Course pages help editors track classroom progress and distinguish between classroom-specific and editor-specific issues, so that constructive feedback is targeted to the right place. Consequently, a class that does not have a course page may be seen by other editors as
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Depending on how classes are organized, students may have different priorities from established editors (class grades rather than improving Knowledge; making a few changes and not coming back). Editors sometimes encounter large numbers of student edits in a short period of time, and can find it
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Students may not sufficiently understand the quality expectations of those processes; student nominations may overwhelm those process pages; reviewers are sometimes reluctant to engage a nomination, or fail a nomination, when they know a student's grade may depend on the outcome; past cases of
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If you decide to allow a student to directly edit an article, it is often better to have the student improve a short article that is only in the early stages of development. Articles that are already well-developed before your course starts are likely to be watched by many editors, and so your
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that are intended to prevent disputes between editors. When such restrictions are in place, editors who violate the rules may be quickly blocked from editing, including student editors who may not recognize the intricacies of such rules and be taken by surprise. Instructors should familiarize
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then make improvements to the article based on that advice. If an active WikiProject exists around the content you'll be assigning your students to edit, encourage students to notify editors there. Penalize students who do not address the points that were raised by non-student editors.
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Learning these norms must therefore be one element of any assignment. To keep things on the right track, a grading system and assignment that are aligned with these norms are necessary, and students should be willing to put in the effort to provide a quality contribution.
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in this field. If health-related information is not covered in current textbooks, professional guidelines or high-quality independent reviews, it is unlikely to be suitable for Knowledge. The distinction between primary, secondary and tertiary sources is discussed at
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Here, you will be contributing to an article that is publicly available and that has been created and maintained by members of a community of anonymous editors, any one of whom may change or even remove edits that you make to it, and none of whom have a deadline.
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that included a ban on running future class projects. This was an extreme case, but it does demonstrate the problems that may develop when communication breaks down, and that the Knowledge community can and will act to protect the integrity of the encyclopedia.
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Be more cautious about removing existing content than adding it, and if you are removing more than a few lines it is a good idea to explain why on the talk page. Some students entirely replace the existing text and metadata such as categories; this is almost
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Knowledge has unique sourcing and style guidelines covering health information. Health and mental health-related content in any article (not just medicine, biology and psychology articles) must be supported by independent "secondary" sources, such as expert
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When experienced editors encounter the results of a poorly performed assignment, they can feel overwhelmed by an onslaught of multiple content or format issues in articles they care about. They might also feel as if they are acting as unpaid and unthanked
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Knowledge is a collaborative environment that depends upon communication. If you think editors are being an impediment to fulfilling your assignment requirements, then please say so to the WikiEd liaison for your class (privately if helpful) or at the
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Ideally, you already have some experience as a Knowledge editor. If not, there are materials available and people willing to help you learn. Available people might include another instructor who has experience with Knowledge assignments, the
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provides an example where a student assignment caused disruption and necessitated substantial clean up efforts from the Knowledge community, and led to an academic deciding not to participate further in Knowledge, a bad outcome from all
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422:. If an entire class has systematically failed to adhere to Knowledge's content policies and guidelines, student work may be reverted or deleted, and it can drive away or discourage existing editors, especially when students do not use
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can help improve Knowledge, but they can also cause the encyclopedia more harm than good when not directed properly. Volunteer editors are sometimes left with a mess and the burden of fixing poor-quality edits, cleaning up or reverting
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One way students can have a more rewarding Knowledge experience in adding health information to an article is to begin by posting a list of sources they plan to use to the article's "talk page" (via the tab at the top of the article)
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Students editing health-related content should read these pages that explain how to write and organize medical articles, how primary, secondary and tertiary sources are used in health-related content, and where to find ideal sources:
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is based on volunteers who attempt to follow the norms of the site. Because students may edit to meet the requirements of a class (which might not align with the norms of Knowledge), rather than out of a voluntary desire to execute
1049:. Take care not to add content to the wrong article, as you may be duplicating work that has already been done, or you may be spending time generating content that will be moved or deleted if it's in the wrong article.
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appropriate for class assignments. Please do not direct your students to use either of these, as the students will find the experience unsatisfying, and Knowledge editors will resent being asked to make these reviews.
1094:. Judging whether your subject does so may be difficult, and you may need to make your case with other editors. In a new article more attention to following Knowledge policies and conventions over matters such as
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Similarly, it is important to recognize that Knowledge's mechanisms for reviewing drafts of articles or evaluating new articles are not designed to fit within the time frame of your class. This means that the
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If you are concerned about page stability for quiz purposes, link them to this article with a permanent link to the current version by selecting it after clicking the "View history" tab at the top of the
327:, this dynamic changes. Because of this fact, Knowledge justifiably expects instructors to take responsibility for their students' work, both for the students' sake and for the good of the encyclopedia.
410:. Knowledge can have a steep learning curve, especially when editing in controversial subject areas, or areas related to health, medicine, biology, or psychology (which have their own norms described
612:. Please consider their advice attentively; it will usually help your assignment be more successful. Be responsive if they start discussing your edits at a talk page (the article should be on your
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If editors contact an instructor, they should try to be helpful. Likewise, if an instructor receives constructive feedback on a classroom assignment, they should be responsive. If issues such as
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some information about George Miller Beard and the startle response is needed so the reader can understand the topic, but detail about Beard and the startle response is expanded in the articles
738:(WikiEd) that offers support for classes held at institutions in the United States and Canada. Either the Education Program or WikiEd (depending on the country where the course is based) should
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they start writing content from those sources; that will allow experienced editors to guide them towards optimal sources and comment on the appropriateness of the planned article expansion.
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Some highly contentious topic areas (some dealing with political matters, current events, or religious conflicts, as well as various other controversial subjects) have been placed under
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When students edit Knowledge as part of an assignment, it should improve Knowledge – without any serious violations of content norms. This page contains advice to all parties involved.
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themselves and their students ahead of time with the sanctions that are applicable to the areas in which students might edit, and avoid these areas. A current list of these topics is
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First, welcome to Knowledge! Knowledge welcomes new editors, and we hope you will want to stick around after your class is over. Writing and editing here is an expression of
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When students become interested in editing cooperatively, it can be a genuine pleasure to work with them. If you see a valuable student editor, please consider giving them
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Please consider delaying your Knowledge assignment to next semester if you are not familiar with how things work. You and your students will benefit from good planning.
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Each student editor should also have a link to their course page, the article(s) they plan to or are working on for the assignment, and any draft at the top of their
871:, even if your course is about topics such as social change. Please ensure that your students understand that plagiarism and copyright infringement are not allowed.
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Thank you for introducing your students to Knowledge, ensuring that they fit in well here, and helping them leave behind a positive contribution for many readers!
1537:, meaning you are free to contribute to it and free to use the information contained within it with proper attribution. It also costs nothing to use Knowledge;
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want to fix all of the problems on a page, feel free to leave it for other editors to work on, rather than becoming stressed by the effort of doing it alone.
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apply, but student editors should be treated in the same way any new editor is treated, without any special considerations that other editors do not receive.
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Always use the Dashboard to create a course page for your class every time that you teach it, and please ensure that your class follows the above advice for
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students pressuring reviewers to pass nominations have come to light; and the quality of the reviews and speed at which they are conducted can vary greatly.
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Instructors are expected to have a good working knowledge of Knowledge, and should be responsive to community concerns, and be willing to help address
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of any page they plan to improve. If a new article is written, please ensure that your students also place that template on that article's talk page.
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will come along subsequently, and pursue the misconduct at any time, and so it is in the instructor's interest not to leave any problems unresolved.
58:; rather, its purpose is to explain certain aspects of Knowledge's norms, customs, technicalities, or practices. It may reflect differing levels of
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to the public, which means that others are free to rewrite, reuse, or modify it for any legal purpose, as long as they credit the original source.
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and know that it is an option to have their assignment graded there for course credit. It is usually best to develop articles on the students'
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develop, rapid contact with the instructor can be necessary in order to resolve issues before they negatively affect students' experiences.
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and the guidelines and style preferences of Knowledge articles in the subject area you want to edit to help insure your edits are accepted.
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violations in student work. Instructors should make sure they can reply to their user talk pages, or either provide contact details or an
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1012:. Please note that these templates do not merely welcome students; they also point the students towards how to avoid common problems.
734:. The program's purpose is to help instructors and students learn about Knowledge and avoid common pitfalls. There is also a separate
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605:). It's possible someone else wrote an article on the same subject that you plan on creating, so please check for alternate titles.
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to tag the talk pages of articles and drafts from the student who is doing a Wiki Education Foundation-supported course assignment.
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the pages they are working on. Once you have politely expressed your concerns, you are not obligated to keep repeating the advice.
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1196:. For many journal articles, you can determine if a source is a secondary review or a primary study by looking up the article in
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students may find more editors objecting to changes at such articles, particularly if the articles are already of good quality.
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A successful assignment requires careful crafting, based on a knowledge of, and in accordance with, Knowledge's norms (known as
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on their talk page. Likewise, if you have reason to single a class out for praise, also consider posting at the noticeboard.
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863:, which is also linked to in the student section above.) When assigning topics to students, please understand that Knowledge
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If you plan to edit an existing article but you want to practice with test edits first, then copy and paste the article into
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1705:, a 2014 blog post by Meghan Duffy, illustrating pitfalls instructors need to anticipate before making Knowledge assignments
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the content you want to add fits better in another article, readers can get there via a link. As an example, in the article
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not written and formatted exactly right, and student edits of such pages are more likely to be reverted by other editors.
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Of particularly high importance, please read carefully what this page says about plagiarism and copyright infringement
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As soon as you start to edit Knowledge, you become a Wikipedian, and you are obligated to follow all of the the same
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Each student editor should register their own editor account. Under no circumstances should more than one student
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Students and instructors participating in assignments can feel overwhelmed by multiple policies and guidelines,
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address (which will not be disclosed unless you reply to received emails or use Knowledge to send an email).
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articles. Even experienced Knowledge editors who are classroom instructors have had mixed experiences.
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An unusually serious problem occurred in a 2017 course about controversial current events where, after
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for writing an arbitrary quantity of words or bytes. Knowledge should not contain unnecessary and
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comments on article changes made by other students. If so, those comments need to be in line with
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with students successfully led to policy-compliant content, but community consensus ultimately
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identifier (PMID) with your journal citations, so other editors can help check your sourcing.
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It is almost always better for students to expand short pages than to try to change long ones.
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the students are planning to work on (even if they don't yet exist); and the locations of any
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You can point editors who appear to be new student editors in the right direction by using
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for information about sourcing guidelines specific to medicine and health-related content.
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Student editors should learn to communicate via the normal Knowledge channels, such as on
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Examples of instructors leading assignments that are good models to learn from include
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Established editors should be welcoming to instructors and student editors. As always,
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probably weeks later and after the end of the course, to deal with review suggestions.
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If you have any questions about anything related to student assignments, please ask at
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term papers and other academic forms, and those appropriate to an encyclopedia, where
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Experienced editors might give you advice or might revert your contributions with an
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543:. Knowledge is a tertiary source, so what you will write needs to be based mainly on
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special status in Knowledge as a student. No person or entity (not even your class!)
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1545:. The term is used here to remove ambiguity between the two different meanings of
726:(WMF) supports a global Knowledge Education Program that can be contacted through
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If a contribution here adopts the essay style it can be reverted, tagged with
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having been addressed, or without consensus that they are no longer needed.
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If you are starting a new article, the subject needs to pass the test of
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on how to use Knowledge as a teaching tool in higher education classrooms
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a good idea, and is likely to lead to reversion of all of their edits.
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we may end up having to revert everything that the student has done.
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if you would like assistance. All class instructors should follow the
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Everyone – instructors, students, and other editors – should practice
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are serious policy violations. (A student can always request that an
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difficult to get students to pay attention to editorial advice.
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articles here, and everything you publish here instantly becomes
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This is an overview page of best practices and advice concerning
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for general guidelines on how medical information is organized.
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to tag the talk pages of articles and drafts from the student
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often requires particularly careful use of sources. Specific
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Knowledge pages that students in the class will be editing.
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Knowledge:Historical page for school and university projects
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An example of a thorough course page design can be seen at
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You are never obligated to be an unpaid teaching assistant.
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Knowledge:USEP/Courses/JHU MolBio Ogg FA13/Student banner
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Knowledge has a large number of articles that are called
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from his early experiences, and more recently presented
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On Knowledge, some editors use their real life names as
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from 2012 on the use of Knowledge in higher education,
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for the class. (Outside the US and Canada, please use
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liaison for your course, or Knowledge editors at the
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Jon Beasley-Murray, an academic and Wikipedian, has
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Knowledge:Academic studies of Knowledge in education
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for a tutorial on how to locate appropriate sources.
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Knowledge:On privacy, confidentiality and discretion
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Using Knowledge in the Classroom: A Cautionary Tale
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Knowledge:Manual of Style/Medicine-related articles
636:the editor who placed the template is appropriate.
1219:Knowledge:Identifying reliable sources (medicine)
551:. Similarly, you should not write about your own
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1418:Knowledge:Ten Simple Rules for Editing Knowledge
1098:is needed. Please be aware that Knowledge has a
897:Consider encouraging your students to work in a
869:topics that are new, simply because they are new
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284:Knowledge:How to not get outed on Knowledge
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1408:Knowledge:WikiProject Medicine/How to edit
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1485:shows examples of his successful classes.
1392:Knowledge:Ambassadors/Courses/Trophy case
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1371:Education Program Online volunteer log
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